K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.
SS 4.1.1 Students will identify and explain the foundation, structure, and function of Nebraska's government.
SS 4.1.1.a Explain the historical foundation and the events that led to the formation and structure of Nebraska’s government (e.g., modeled from U.S. government, three branches of government)
legislative branch, executive branch, judicial branch, Constitution,
levels of government (federal, state, local), senator, representative,
Nebraska Adventure-Ch. 12
Nebraska Adventure, Chapter 12 Test
SS 4.1.1.b Describe the origin, structure, and function of Nebraska’s unicameral government
bicameral, unicameral, non partisan,
Nebraksa Adventure-Chapter 12
Nebraska Adventure- Chapter 12 Test
SS 4.1.1.c Understand how a bill becomes a law in the Nebraska unicameral
bill, majority rule, veto, debate
Nebraska Adventure-Chapter 12
Nebraska Adventure- Chapter 12 Test
SS 4.1.1.d Identify and explain a variety of roles leaders, citizens, and others play in the Nebraska government
governor, senators, city council, mayor,
Nebraska Adventure-Chapter 12
Nebraska Adventure- Chapter 12 Test
SS 4.1.2 Students will investigate how different perspectives impact government decisions at the state level.
SS 4.1.2.a Identify rights and responsibilities of citizens (e.g., voting, public service projects) at the state level
voting, volunteer, rights, responsibilities
Nebraska Adventure-Ch. 12; Harcourt SS Ch. 2
Nebraska Adventure-Ch. 12; Harcourt SS Ch. 2 Tests
SS 4.1.2.b Explain the meaning of state symbols, songs and holidays (e.g., Nebraska State Flag, "Beautiful Nebraska", Statehood Day, George Norris Day)
symbol, motto, seal, heritage
Nebraska Adventure-Ch. 1
(George Norris in Ch. 12)
Nebraska Adventure- Ch. 1 Test
(George Norris in Ch. 12)
SS 4.1.2.c Identify ways students can be engaged to have an impact in their state
volunteer
teacher observation
SS 4.1.2.d Describe how various individuals and groups influence the way an issue affecting the state is viewed and resolved (e.g., lobbying, petitions, media, social media)
petition,
bias,
point of view
teacher observation
SS 4.1.2.e Identify state leaders and the impact of their decisions that effect public policy
current events, how to access state leaders
teacher observation
K-12 Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels.
SS 4.2.1 Students will recognize prices are what consumers pay when they buy a good or service.
SS 4.2.1.a Predict how consumers would react if the price of a good or service changed (e.g., natural disasters, drought, gas prices)
economy, goods & services, supply & demand
States & Regions, Ch. 2; Nebraska Adventure Ch. 13
States & Regions, Ch. 2; Nebraska Adventure Ch. 13 Test
SS 4.2.1.b Predict how producers would react if the profit from selling a good or service changed
economy, goods & services, supply & demand
States & Regions, Ch. 2; Nebraska Adventure Ch. 13
States & Regions, Ch. 2, Nebraska Adventure Ch. 13 Test
SS 4.2.2 Students will investigate how capital resources are used to make other goods and produce services.
SS 4.2.2.a Give examples of capital resources used in making goods and services in Nebraska and the United States (e.g., tools, laboratories, equipment, and machinery)
factors of production, capital resources
States & Regions, Ch. 2; Nebraska Adventure,
Ch.13
States & Regions, Ch. 2;
Nebraska Adventure, Ch. 13 Test
SS 4.2.3 Students will make observations about the purpose of various financial institutions in Nebraska.
SS 4.2.3.a Discuss the purpose of early NE financial institutions (e.g., barter, trading posts, banks)
barter, trading post,
Nebraska Adventure Ch. 5
teacher observation
SS 4.2.3.b Identify financial institutions in the community and their purpose (e.g., banks, credit unions, consumer/business loans, safety of deposit, investments/trust services)
Math- Guest Speaker
SS 4.2.6 Students will understand that banks are institutions where people save money and earn interest, and where other people borrow money and pay interest.
SS 4.2.6.a Identify the costs and benefits of saving, interest, and borrowing
Math- Guest Speaker
SS 4.2.10 Students will understand what goods and services state governments provide.
SS 4.2.10.a Identify goods and services funded through state taxes (e.g., highways, universities, human services, unemployment, courts)
taxes, public services,
States & Regions Ch. 2, Nebraska Adventure Ch. 12
States & Regions Ch. 2, Nebraska Adventure Ch. 12 Test
SS 4.2.12 Students will recognize and explain specialization and why different regions produce different goods and services.
SS 4.2.12.a Compare Nebraska with different regions and the goods and services each region produces (e.g., beef, wheat, telemarketing, cotton, coal)
region, goods, services, climate
States & Regions Ch. 3, Nebraska Adventure Ch. 2
States & Regions Ch. 3, Nebraska Adventure Ch. 2 Test
SS 4.2.12.b Discuss how technology has affected the specialization of Nebraska’s economy and surrounding states
States & Regions Ch. 2, Nebraska Adventure Ch. 13
States & Regions Ch. 2, Nebraska Adventure Ch. 13
K-12 Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels.
SS 4.3.1 Students will explore where (spatial) and why people, places and environments are organized in the state.
SS 4.3.1.a Read local and state maps and atlases to locate physical and human features in Nebraska. (e.g., the state of Nebraska, major cities in Nebraska, Lincoln, major rivers including the North Platte, South Platte, Platte, Niobrara and Missouri)
SS 4.3.1.b Apply map skills to analyze physical/political maps of the state (e.g., utilize grid systems to find locations, identify the location and purpose of time zones, identify and locate cities of the state identify relative and absolute locations east/west, north/south, left/right, next to)
map grid, time zone, relative location, exact location
Daily Geography,
Nebraska Adventure Ch. 2
Nebraska Adventure Ch. 2 Test; teacher observation, daily work
SS 4.3.1.c Analyze why things in Nebraska are located where they are in Nebraska (e.g., Why are large cattle ranches found in the Sandhills? Why are major airports located near large cities?)
Sandhills, Badlands, High Plains, Wildcat Hills, Pine Ridge, Till Plains, Great Plains, urban, suburban, rural
Nebraska Adventure Ch. 2-3
Nebraska Adventure Ch. 2-3 Test
SS 4.3.1.d Differentiate between cities, states, countries, and continents
country, continent, state
Nebraska Adventure Ch. 2; States & Regions Geography Review; Daily Geography
Nebraska Adventure Ch. 2 Test; teacher observation, daily work
SS 4.3.2 Students will compare the characteristics of places and regions and their impact on human decisions
SS 4.3.2.a Identify criteria used to define regions within the state of Nebraska (e.g., soil, climate, precipitation, population, vegetation, land and agricultural usage)
till, buttes, sandhills, precipitation,
climate, vegetation, agriculture, population
Nebraska Adventure, Ch. 3
Nebraska Adventure Ch. 3 Test
SS 4.3.2.b Classify regions and places within the state of Nebraska using physical and human features (e.g., Sandhills, Pine Ridge, Loess Hills, Platte River Valley, rural/urban/suburban)
rural, urban, suburban, physical feature, human feature, Sandhills, Pine Ridge, Wildcat Hills, High Plains, Great Plains, Badlands, Platte River Valley, Missouri River Valley, Till Plains, aquifer, reservoir
Nebraska Adventure Ch. 3
Nebraska Adventure Ch. 3 Test
SS 4.3.2.c Identify and classify regions (e.g., counties and cities across Nebraska)
city, county, county seat, rural, urban, suburban
Nebraska Adventure Ch. 2, Ch.12
teacher observation, daily work
SS 4.3.3 Students will identify natural processes in the physical world.
SS 4.3.3.a Identify physical processes that shape Nebraska’s features and patterns (e.g., weathering, erosion)
Taught in Science- Standard 5.4.2
SS 4.3.3.b Identify examples of ecosystems located in Nebraska (e.g., forests, wetlands, grasslands, and rivers located in Nebraska)
Taught in Science- Standard 5.3.3
SS 4.3.4 Students will compare and contrast the characteristics of culture statewide.
SS 4.3.4.a Compare and contrast patterns of culture within the state of Nebraska (e.g., language, religion, food)
SS 4.3.4.b Compare and contrast population characteristics of the state of Nebraska (e.g., density, distribution, growth rates)
rural, urban, population density
Big NE Map
class participation
SS 4.3.5 Students will identify how humans have adapted to and modified different environments in Nebraska.
SS 4.3.5.a Describe the impact of extreme natural events in Nebraska (e.g., tornadoes, floods, dust storm, insect infestation) on the human and physical environment
drought, tornado, blizzard
Nebraska Adventure Ch. 2
Nebraska Adventure Ch. 2 Test and daily work
SS 4.3.5.b Describe how humans have adapted to and modified Nebraska's physical environment (e.g., progression of home construction materials from sod, timber, bricks and concrete; Homestead Act opened the prairie for agriculture; irrigation; Arbor Day: introduction of trees; rangeland management; soil conservation)
Nebraska Adventure Ch. 2, 8, 10 Tests & daily work
SS 4.3.5.c Classify resources as renewable or nonrenewable resources
renewable, nonrenewable,
natural resources
Nebraska Adventure Ch. 3
Nebraska Adventure Ch. 3 Test
SS 4.3.5.d Describe environmental issues in Nebraska (e.g., soil conservation, water stewardship, contour farming, minimum tillage, air quality, solid waste)
Nebraska Adventure Ch. 2, 3- outside resources when teaching this; current events
SS 4.3.5.e Describe human adaptations to the physical environment. (e.g., use of air conditioning, irrigation, agricultural activities)
irrigation, dams, reservoir, hydroelectricity
Nebraska Adventure Ch. 2
Nebraska Adventure Ch. 2 Test
SS 4.3.6 Students will use geographic skills to make connections to issues and events.
SS 4.3.6.a Identify how changes in human and physical geography have shaped Nebraska. (e.g., map major tornado paths, blizzards, floods, or droughts; how the construction of the Transcontinental Railroad and Interstate Highway system have impacted the way Nebraskans live)
highways, railroads, cattle drives, steamboats
Nebraska Adventure Ch. 7, 10
Nebraska Adventure Ch. 7, 10 test, daily work
SS 4.3.6.b Identify questions that help explain the interrelationships of human or physical geographic characteristics of places (e.g., A community is located on a river floodplain with fertile soil and water for transportation, irrigation, and human consumption)
railroads, river transportation, till soil, aquifer,
irrigation
Taught throughout Nebraska Adventure (esp. Ch. 3, 7, 8, 10)
K-12 History: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels.
SS 4.4.1 Students will examine chronological relationships and patterns, and describe the connections among them.
SS 4.4.1.a Apply concepts of time and chronology (e.g., annual, biannual, decades, centuries, millennia)
annual, decades, centuries, millennia
Taught in Math- Standard 4.2.5
SS 4.4.1.b Differentiate amongst years, decades, centuries, and millennia
annual, decades, centuries, millennia
Taught in Math- Standard 4.2.5
SS 4.4.1.c Select and record key state and/or regional events in chronological order (e.g., timelines)
timeline
Nebraska Adventure Ch. 4-11
Daily Assignments
SS 4.4.1.d Examine the chronology of historical events in Nebraska and their impact on the past, present, and future
Nebraska Adventure Ch. 3-11
teacher observation
SS 4.4.2 Students will describe and explain the relationships among people, events, ideas, and symbols over time using multiple types of sources.
SS 4.4.2.a Describe and explain the relationships among historical people, events, ideas, and symbols, including various cultures and ethnic groups, in Nebraska by era (e.g., Native Americans on the Plains: Pawnee, Omaha, Lakota, Ponca; Explorers: Lewis and Clark, Hiram Scott, Stephen Long, John C. Fremont; Traders: Manuel Lisa, James Bordeaux; Missionaries: Moses Merrill, Father DeSmet; Westward Expansion: John Brown, Daniel Freeman, Arbor Day, J. Sterling Morton; Statehood: Standing Bear, William Jennings Bryan; 20th Century Nebraska: Mildred Brown, Willa Cather, Father Flanagan, George Norris; The Dust Bowl, state symbols)
SS 4.4.2.b Describe how Nebraska and the Great Plains Region have changed over the course of time using maps, documents, and other artifacts (e.g., impact of Civil War/Reconstruction, growth/development of cattle and agricultural industries, railroads, effects upon American Indian life, loss of buffalo)
SS 4.4.2.c Differentiate between primary and secondary sources
primary source
secondary source
Nebraska Adventure Chapter 1
SS 4.4.3 Students will describe and explain multiple perspectives of historical events.
SS 4.4.3.a Distinguish how various sources relate their perspectives of Nebraska history (e.g., The death of Crazy Horse)
point of view
Nebraska Adventure Ch. 1, Ch. 5, 6, 9
SS 4.4.3.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., The Homestead Act, Oregon Trail diaries, military journal of Ponca Removal)
point of view, primary source, secondary source
Throughout
Nebraska Adventure
SS 4.4.4 Students will analyze past and current events, issues, and problems.
SS 4.4.4.a Analyze sources on Nebraska History through determination of credibility, contextualization, and corroboration
point of view
Nebraksa Adventure Chapter 1
SS 4.4.4.b Explain alternative courses of action in Nebraska history (e.g., Why are cities chosen as state capitals/county seats? How are county borders determined?)
territory
state
county
Nebraska Adventure Ch. 7, 10, 12
SS 4.4.4.c Describe how decisions affected events in Nebraska (e.g., Laws passed by the Unicameral)
Nebraska Adventure Ch. 7, 8, 9
SS 4.4.4.d Describe the cause and effect relationships among key events in history (e.g. Kansas-Nebraska Act, Statehood Day, Homestead Act, Ponca Trail of Tears)
Taught throughout Nebraska Adventure Ch. 4-11
SS 4.4.4.e Describe the relationships among historical events in Nebraska and the students' lives today (i.e., current events)
SS 4.4.5 Students will develop historical research skills.
Nebraska Adventure- Ch. 1 Symbol Research, Posters, Presentations
L.A. 4.4.1
SS 4.4.5.a Develop questions about Nebraska history
SS 4.4.5.b Identify, obtain, and cite appropriate sources for research about Nebraska, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format)
SS 4.4.5.c Gather historical information about Nebraska (e.g., document archives, newspapers, interviews)
SS 4.4.5.d Present historical information about Nebraska (e.g., pictures, posters, oral/written narratives, and electronic presentations)
Textbook (title, publisher, copyright date):
"The learner will . . ."
levels of government (federal, state, local), senator, representative,
(George Norris in Ch. 12)
(George Norris in Ch. 12)
bias,
point of view
Ch.13
Nebraska Adventure, Ch. 13 Test
Nebraska Adventure Ch. 2
climate, vegetation, agriculture, population
turbines
natural resources
irrigation
permanent,
earthlodge, tipi, legend, explorer, barter,
colony, independence, expedition, corps, council, agent, missionary, pioneer, wagon train, territory, Kansas- Nebraska Act, transportation, communication,
capital, capitol, freight, road ranche, telegraph, civil war, homesteader, immigrant, sodbuster, reservation, ration, grange, open range, brand,
road ranche, telegraph, railroad, homesteader, sodbuster, immigrant, reservation, open range, grange, brand
secondary source
Nebraska Adventure
state
county